Social Emotional Learning Interventions Research Articles

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

BackgroundThe development of social competencies is key for enhancing both cognitive and non-cognitive skills among students. These competencies are central to students' ability to function socially, feel included, and experience overall well-being within the school environment. Schools can play an active role in promoting and shaping these outcomes by implementing various strategies. This study presents and reports on the outcomes of a six-week social-emotional intervention program implemented by class teachers. MethodsThe pilot study employed a two-arm cluster non-randomized trial with a pretest-post-test design. The study evaluates students' social competencies as the primary outcome and social functioning, social inclusion, and school well-being as the secondary outcomes. Students in the intervention group participated in a six-week social-emotional learning intervention, attending two sessions each week, while the control classes followed the regular curriculum. ResultsData were collected from both teachers and students. Student-reported data were collected from 266 students (n = 124 girls, n = 142 boys) aged 8 to 14 (M = 9.84) and from teachers on 212 students (n = 92 girls; n = 115 boys). Results of the linear mixed model analysis showed for teacher reporting on students’ outcomes a decrease in internalizing (β = -0.85, p = 0.035) and externalizing behavior problems for students in intervention classes (β = -6.84, p = 0.020). No significant changes were observed in social-emotional competencies, social inclusion and school well-being. ConclusionAfter the social-emotional intervention program reduced internalizing and externalizing behavior problems were observed, with age moderating both outcomes. The results are consistent with previous research; however, they also suggest that the intervention could benefit from adjustments, such as a longer implementation period and follow-up evaluation. External factors such as the COVID-19 pandemic and repeated school closures at the time of the study may have impacted the results additionally.

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

Fix your crown, queen: Evaluating the effects of a culturally enriched social-emotional learning intervention for Black girls.

Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Promoting emotion understanding in middle childhood: A systematic review of school-based SEL programs

Emotion understanding (EU) describes the ability to identify, interpret, and communicate about emotions, and is often targeted by social-emotional learning (SEL) programs. Still, the theoretical framing of SEL programs and their impact on specific areas of social-emotional development, such as EU, for different age bands is not always transparent. This systematic review synthesized emotion-focused content in SEL programs used in quantitative outcome studies in middle childhood to identify which EU components are targeted and examine content congruence with an integrated EU development model drawing on the Pons EU developmental model and the Crick and Dodge social-information processing (SIP) model that posits emotion identification as fundamental to social decision-making in childhood. A total of 38 programs for Grades 3 to 5 across 54 studies in 20 countries were reviewed. Program aims, lesson topics, and activities were extracted and mapped to a 10-component EU framework integrating the nine Pons model components (‘recognition, external cause, reminder, desire, belief, hiding, regulation, mixed, morality’) with one based on the SIP model (‘decision/action’). At least 87% of emotion-focused SEL content targeted EU components of recognition, regulation, and social decision-making. Findings indicate a good level of congruence between emotion-focused SEL program content and prevailing EU development models. Many programs emphasized the external causes of emotions, underscoring the importance of scenarios to explain emotions—discussed further in light of cross-cultural variation in emotion socialization. We encourage SEL intervention research to be more transparent in reporting SEL program content and activities to move toward causal explanations of program impact.

A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention

There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the ‘dual pandemics’ of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven work to advance equity-focused SEL in K-12 public schools.

Relationships between autistic traits, self-efficacy, and internalizing symptoms in a nonclinical sample of Indian early adolescents.

Having more "autistic traits" is associated with an increased risk of mental health conditions. However, few studies have examined autistic traits in nonclinical samples. This study aims to analyze the relationship between autistic traits and internalizing symptoms among early adolescents and to examine the moderating effect of self-efficacy. Survey data were collected from early adolescents ages 10-14 living in Darjeeling, India (n=274) to assess autistic traits, self-efficacy, and internalizing symptoms. Higher internalizing symptoms were significantly associated with a higher report of autistic traits. Academic, social, and emotional dimensions of self-efficacy moderated the relationship between autistic traits and internalizing symptoms. The moderation effects between social and emotional self-efficacy among youth with high versus low autism trait scores suggest the need for social-emotional learning interventions designed for and with neurodivergent youth. Such interventions aim to reduce internalizing symptoms during early adolescence and improve future mental health trajectories.

The Effect of a SEL (Social-Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics.

This study's aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler's assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study's results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning

Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

Programs Promoting Physical Activity and Social-Emotional Learning for Adolescents: A Systematic Literature Review.

Social-emotional learning (SEL) and physical activity (PA) are beneficial for adolescent development. This review aims to describe educational programs that promote SEL and PA simultaneously among adolescents. A search was conducted using electronic databases in 2023 (eg, PubMed, Web of Science, PsycINFO, ERIC) eliciting 5226 articles. Studies were included (n = 5) if they: (1) evaluated a program that promotes both SEL and PA among adolescents; (2) included adolescents aged 10-19 years old; (3) reported outcomes related to SEL and PA; (4) used a quasi-experimental or experimental design; (5) were published in English within the last 25 years. Results were mixed, with some studies showing impacts on both SEL skills and PA, while others showed benefits for SEL only. Across different programs and measures, integrative SEL and PA interventions demonstrated modest effects, indicating potential but highlighting the need for more research on optimal implementation to improve adolescent well-being. These studies highlighted the importance of combining SEL with PA during in-school and out-of-school settings.

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.

Adapting SEL interventions to meet student needs: A research-practice partnership supporting students with emotional disabilities

Implementing school-based social-emotional learning (SEL) interventions requires consideration of both evidence-based practices as well as contextual fit based on student needs. One key approach to adapting SEL interventions is through research-practice partnerships between researchers, practitioners, and school district leaders. The current paper explores the ways a research-practice partnership supports an inclusive education intervention, called the Path Program, designed to support elementary students with emotional disabilities through both structural elements and evidence-based practices. Using the research-practice exchange in the Path Program to support a continuous improvement approach to adaptation, the Path Program uses a Plan Do Study Act cycle to continually infuse SEL activities with a trauma-informed approach to meet student needs. The paper offers crucial information for SEL interventions on the strengths of leveraging research-practice partnerships for program adaptation as well as implementation. Impact statementThe current paper importantly sheds light on ways to leverage a research-practice partnership to support intervention adaptation and implementation to better meet student needs while maintaining evidence-based practices. Specifically, the paper details the importance of infusing SEL activities with trauma-informed practices to meet students with emotional disabilities’ needs and the ways a research-practice partnership supports that process. The paper informs researchers, practitioners, and school leaders on ways to use partnerships to develop stronger SEL interventions.

Exploring the Effects of a Social-Emotional Learning Intervention in Brazilian Primary Schools: Findings from Year Two of Implementation

Despite rising demand, evidence regarding the effectiveness of social-emotional learning (SEL) programs implemented at scale in low- and middle-income countries remains limited. Building on an earlier randomized control trial showing largely null program effects in year one, the present study examines the effectiveness of a school-wide SEL intervention during its second year of implementation in Rio de Janeiro, Brazil. The study sample included 3,188 third- and fourth-grade students attending 84 public primary schools during the 2018 school year. We identified small (d = 0.09 − 0.12) iatrogenic impacts of school-level random assignment to the intervention on students’ behavior problems, ability to name appropriate reactions to emotional situations, and working memory during year two, and no average impacts on students’ labeling of emotional facial expressions or inhibitory control. Two-stage least squares analyses revealed that students whose teachers implemented more program lessons during year two experienced more negative outcomes. Using exploratory analyses of impact heterogeneity and qualitative feedback from study teachers, we discuss possible reasons for these unexpected findings and provide recommendations for supporting children’s social-emotional needs in diverse settings.

Social-emotional learning intervention effects: the role of universal versus indicated implementation settings

We assessed the role of implementation setting (universal or indicated) on the effects of social-emotional skill (SEL) intervention, focusing on school climate and psychosocial adjustment. Taking Topper Training as a case intervention, we used pretest-posttest data from 444 eight to twelve-year-old children across three conditions: universal implementation, indicated implementation, and no-intervention control. School climate improved in the universal implementation setting and psychosocial adjustment improved in both implementation settings. There were no significant differences between the implementation settings, however, larger effect sizes on psychosocial adjustment were found in the indicated implementation setting. Universal implementation of SEL interventions seems most effective when targeting the broader school environment (i.e., school climate), but also has small effects on psychosocial adjustment. Indicated implementation seems to yield larger effects on psychosocial adjustment. This suggests that practitioners should carefully align implementation settings with the behavior they aim to change when selecting interventions.

Fostering Emotional Intelligence and Social Competence: A Comprehensive Review of Social-Emotional Learning (SEL) in Education

Background and Aims: Social-emotional learning (SEL) is important in education because it provides students with the necessary skills for managing emotions, developing relationships, and making responsible decisions. By developing these skills, SEL improves students' academic performance, emotional well-being, and social competence, resulting in a more supportive and effective learning environment. The purpose of this paper is to look into how Social-Emotional Learning (SEL) in education promotes emotional intelligence and social competence. Methodology: This paper is based on peer-reviewed journal articles, academic books, and reports from organizations such as CASEL. It contains a wide range of research studies and policy briefs that provide a thorough overview of SEL interventions and outcomes. Results: the finding found that Social-Emotional Learning (SEL) is critical to students' academic, emotional, and social development. This review focuses on SEL's core competencies and their effectiveness in improving performance, behavior, and long-term outcomes. However, challenges such as limited resources, teacher preparedness, and measuring outcomes impede widespread SEL implementation. Innovations in digital tools and personalized learning, combined with supportive policies, can help to overcome these barriers and increase the impact of SEL. Conclusion: The findings emphasize the importance of social-emotional learning (SEL) in students' overall development and success. Addressing challenges and leveraging innovations in SEL can significantly increase its effectiveness and reach in education.

The Impact of Social-Emotional Learning Interventions in Teacher Education

Social-emotional learning (SEL) plays a vital role in the realm of daily teaching and learning. As a significant pedagogical approach, it profoundly influences the teaching methods and philosophies employed by educators. This article delves into a comprehensive examination of the various forms of SEL intervention in teacher education and their resulting outcomes. Drawing upon a meticulous review of 16 previous scholarly articles, this research identifies two primary types of SEL interventions: lecture-based learning and participatory learning. The study demonstrates that SEL interventions effectively enhance teachers Social and Emotional Competence (SEC) development, foster robust teacher-student relationships, promote teachers professional growth, and contribute to overall teacher well-being. Nonetheless, it is noteworthy that the article highlights the potential influence of teachers and pre-service teachers ethnicity or racial backgrounds, as well as the prevailing school climate, on the effectiveness of SEL interventions, thus potentially hindering these interventions from achieving optimal results. This article presents an insightful and comprehensive overview of the association between SEL interventions and teacher education. The findings underscore the importance of encouraging educators to actively engage in SEL intervention programs while emphasizing the need for interventions to be tailored to accommodate the unique personal teaching experiences and individual backgrounds of teachers.

Influence of Social and Emotional Competencies on Bullying among Grade Six Pupils: Evidence from Consuelo Elementary School

This study used a correlation research design to determine the factors affecting bullying among Grade Six pupils in Consuelo Elementary School. The respondents were 61 grade six students. A validated questionnaire and the Social Emotional Competence Questionnaire (SECQ) were employed to measure students’ social-emotional competence. The results demonstrated that social-emotional learning (SEL) is an effective and significant component in comprehensive bullying prevention interventions, aligning with findings that SEL interventions can improve student skills, reduce problem behaviors, and increase academic achievement. Notably, the relational abilities of Grade 6 pupils emerged as the strongest predictor of bullying, indicating that high levels of SEL can effectively reduce bullying incidents in educational settings. To address this issue, it is recommended that educational institutions prioritize comprehensive SEL programs tailored to students’ needs from an early age. Furthermore, educators and school administrators should receive training in SEL strategies to effectively support students, and pupils should actively develop social and emotional competencies to better cope with everyday challenges. Future research should explore the long-term effects of SEL interventions on bullying prevention and identify best practices for implementation across diverse educational settings.

The Role of Mindfulness and Social–Emotional Learning Within a Systemic Multidimensional Approach to Diminish Violence in Cities in Brazil

Background: Urban violence is a significant issue in Brazil, particularly affecting young people in public schools. Mindfulness and Social Emotional Learning (SEL) interventions have shown efficacy in promoting mental health and reducing violence. Method: This article describes the development of a partnership between the Program of Mindfulness and Social Emotional Learning (SENTE) and Instituto Cidade Segura (ICS), an NGO focused on a systemic approach to violence reduction. Results: SENTE evolved over 15 years, initiated by Instituto da Familia (INFAPA), with a focus on underserved populations. This collaboration aimed to create a more comprehensive violence reduction intervention. The Mindfulness and Social–Emotional Learning Program (M-SEL) sessions, incorporating elements of mindfulness, SEL, and the council method, demonstrated improvements in emotional, conduct, relationship, and prosocial behavior. Conclusion: The partnership between SENTE and ICS provides an effective model for addressing urban violence in Brazilian cities. By integrating mindfulness and SEL into school curricula, this approach enhances mental health and reduces violence among students. Future efforts should focus on sustainable implementation strategies and adequate teacher training to ensure long-term success.

Effectiveness of a social-emotional learning program on developmental assets and subjective well-being

The present study was done to evaluate the effectiveness of a Social Emotional Learning (SEL) intervention designed based on social marketing on developmental assets and the well-being of female adolescents in Yazd, Iran. This mixed-method quasi-experimental study was conducted in 2018–2019. A total of 190 female students were selected by multi-stage sampling from the female middle and high schools in Yazd, Iran. A SEL intervention designed based on social marketing principles was implemented among the parents and students of the intervention group. The control group did not receive any intervention. Quantitative data were collected in three stages: pre-test, post-test after two months, and follow-up after six months via Developmental Assets Profile and EPOCH measure of wellbeing. A qualitative evaluation was also performed after the intervention. Results of the Repeated-Measures test indicated that the intervention significantly influenced social competence (p-value = .02). However results did not show improvement in the positive identity development of the participant girls. Qualitative findings suggested the effectiveness of the intervention on social competencies and positive identity. Based on the results of the present study, the SEL program might have a significant but small positive effect on the social competencies of the participating adolescents.

Social Emotional Learning with Refugees in East Africa

Social emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly half a billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.